Summary:
This article describes the difference between motivation and inspiration, motivation being self-focused and inspiration being other focused. Teacher excellence is hereby defined as using the ability to inspire in the classroom but not diminish or destroy student intrinsic motivation in the process. This author focuses on how teacher effectiveness can be improved using beneficial and productive methods rather than controversial extrinsic motivations. Teachers must act as leaders to help inspire students’ maximum potential, applying a focus on clear standards, high expectations, acknowledging students’ feelings and needs, being both academically and emotionally available, spontaneously instilling pride, balanced feedback and including a diverse perspective to develop a pupil’s utmost capacity and foster a desire for learning. To be a successful educator, a teacher must respect their class and the class’s individual needs using equity, camaraderie and achievement goals. Extrinsic rewards are regarded as student manipulation in which external forces determine their emotions and behaviors, whereas the intrinsic reward for academic achievement should be internal satisfaction and the ability to further one’s education. Intrinsically-motivated students seek what is rewarding rather than what is rewarded. Good teaching implement incentives that encourage students to succeed for themselves.
Reaction:
I never considered the adverse effects of extrinsic motivation before I conducted my research on this topic. From this article I have realized that teachers must plan their lessons accordingly, consciously inspiring their students with knowledge and respect rather than bribes and incentives. The use of material motivators contradicts the purpose of the American educational system as a whole. The intention of schooling is to provide students with the proper skills, knowledge, and resources to achieve their goals, test their intelligence, and enable them to think logically, critically, and abstractly. However, by bestowing a reward in place of self-satisfaction in regards to a well-done assignment, teachers condition students to expect physical prizes for all of their work. I believe that to do well in school, a student must want to put in the effort themselves to truly succeed; influencing a student with extrinsic motivation is a form of exploitation, resulting in temporary achievements but ill-preparing these young minds for the future.
School systems should focus more on motivating their students with emotional support and intriguing them with interesting lesson plans. I recall from my context report of Calcutt Middle School in Central Falls that 65% of the students admitted to missing school because “it’s boring,” and over half confessed that they only felt respected by some of their teachers. Rhode Island schools should focus on improving their student-teacher relationships and elevate student interest in their school work. Simple motivation strategies such as inquiring about a student’s day or making the lesson into a game can go a long way in focusing a student’s attention and making them more inclined to try.
Summary:
Teaching is intended to be an interactive process; no matter how good the lesson, the important factor is that the students must learn from it. This article defines the term “teaching” compared to “educating,” noting the specific difference between reciting knowledge and making sure that knowledge is understood. A teacher must always strive to improve their strategies and cannot rely on unsuccessful lessons. The author states that it is not what the teacher does, but how the students experience what they do. Intention is only part of teaching, teachers must also provide follow-through and achieve comprehension. Teachers must listen in order to be made aware of their students’ needs. How children are taught influences how they regard authority figures. Teacher effectiveness in different motivational techniques is usually measured by student progress, but some methods fall short due to students perceiving the methods in different ways. If the student doesn’t not share the same view in educational conditioning, the practice may not have the intended effect, as results follow from the meaning linked to behaviors. Motivating statements may lead to dependency or resentment depending on the individual student. For example, teachers who grade harsher to motivate students to try harder may discourage some, making the technique as a whole invalid and invaluable. But these concerns are often overlooked as it is easier to judge teaching than student learning. Also, the modern age is too focused on elevating test scores, therefore look for people to blame for poor results: the teachers.
Reaction:
I full-heartedly agree with the position that professional educators should not be influenced or tempted by extrinsic incentives just as they should not excessively use extrinsic motivators in their classrooms. In recent years, America has become obsessed with the results of standardized tests in school systems (the NECAP in RI schools). We regard these results one-dimensionally, often overlooking critical factors that influence student learning and placing the blame on the teachers and administration. This pressure on teachers to produce high-test scores lest be potentially fired, can act as a detrimental motivator: the teachers only teaching to the test and using short-cuts to ensure their class receive high scores. In my opinion, “teaching to the test” undermines a student’s education, disregarding important subjects and focusing too much on others. This yields numerically higher scores but as a consequence creates imbalanced and flawed educations.
During my observation hours at Central Falls, I observed an ESL class with a very passionate and understanding teacher, which are important qualities considering ESL learners are easily discouraged. She was very understanding toward the language barrier they encounter through most of their school day, bring both lenient and strict in the proper areas of study. For instance, she told them not to worry much about the correct spelling of words but still assigned them homework and would not lower her expectations for having every assignment complete by the beginning of each class. She provided a rigorous classroom structure that some students need to stimulate maximum learning potential. This teacher acted as both an authority figure and a friend, allowing her class to feel at ease in her room. Her willingness to assist her pupils and the different methods she employed display her ability to cater the individual needs of each student.
Summary:
This article discusses the controversy surrounding extrinsic rewards for academic achievement in school systems. Incentives may either motivate students to learn more effectively and effectively as intended or may undermine learning enjoyment and result in detrimental effects. There is an increasing amount of programs being implemented in U.S. school systems that reward students cash prizes for good grades, attendance, behavior, and enrollment in AP classes. Academic achievement is being redeemed for material prizes, which may work in the short-term but can produce psychologically damaging long-term effects. Once the incentive is no longer paired with the work, students may show less interest than before the reward was introduced or simply not do the work at all. Motivational cues might also discourage young children who recognize the bribe, deem it as a method of control and naturally resist. Advocators for prizes in learning argue that everything should be tried for students who are failing, including incentives, and that this initial attraction to prizes may evolve into an appreciation for learning. The author discusses the difference between tangible motivations and motivations that are felt or sensed. There is statistically less harm in verbal praises and academically related prizes like free reading time than arbitrary rewards like candy.
Reaction:
It is interesting to note the author’s analysis of young children resisting incentives, as they are able to recognize them as a form of control. Younger students are more vulnerable to the classic conditioning of exchanging academic achievement for extrinsic motivation, however, as we grow older, we appear more willing to except this method of control, driven by our materialistic nature to want a palpable prize for our accomplishments rather than the incorporeal inner-gratification. Educators and guardians must consider the social psychology of their pupils and their impressionable nature. I personally have friends whose parents reward them with $100 for every “A” they receive in a college course. I think this practice is wrong as it is associating unethical standards with their achievements. Using such rewards may warp or distort students’ mindsets, not trying in schools for themselves, but for an external force. When these external forces are no longer offered, adverse effects may arise. However, these motivators may not work at all. In A Hope in the Unseen, Cedric’s school offers monetary rewards for the highest achieving students, but the successful students do not want this recognition for fear of being mocked or having the money stolen. In this way, schools might deter students from applying themselves, even those who truly like to learn, minimizing student interest in their education. I agree with the article that more academically-related prizes such a few extra credit points or the opportunity to read a free-reading book in an English class might be more stimulating for a student than extraneous trinkets and sweets.
SOURCE 4: SUMMARY ARTICLE
“Extrinsic Motivators and Incentives: Challenge and Controversy”
Citation
Ingram, M. A. (2000). Extrinsic Motivators and Incentives: Challenge and Controversy. In ERIC Digest. 1-23. Retrieved from __http://www.eric.ed.gov/PDFS/ED448127.pdf__
Summary:
This article discusses the use extrinsic motivation and incentives in public schools to increase attendance, academic achievement scores, and internal drive while also decreasing drop-out rates. The author defines extrinsic motivators as “...the motivation to work primarily in response to something apart from the work itself such as rewards or recognition or the dictates of other people.” Extrinsic rewards are especially being implemented in urban school systems by using prizes to counter adverse stressors affecting the lives of underprivileged or low-achieving students and the negative factors associated with urban environments.
Incentives are used to increase student achievement, intrinsic motivation, self worth and retention rates in both elementary and secondary education systems. The author groups incentives into four self-explanatory categories based on the intended purpose of the reward systems: education completion, academic achievement, attendance, and personal improvement. There is a great deal of controversy and debate surrounding these incentives in an educational context. Cognitive researchers believe that educators should focus on intrinsic motivators as extrinsic motivators can lead to a dependence on acceptance, reinforcement, and approval. Research studies conclude that verbal praise, positive feedback, and reinforcement do not decrease intrinsic motivation, in fact they enhance and stimulate it, but expectations for automatic tangible rewards can lead to declines in internal drive. According to the article, incentives must: establish definite patterns of behavior change, meet student interest, be reasonably attained by most students, consistent, varied, understandable and use appropriate recognition standards in order to be effective and attract students.
Reaction:
What I consider to be the most important aspect of motivating students is how incentives can be most efficiently utilized within the classroom. This article defines specific standards for how incentives should be used in school systems in order for them to be effective and yield positive results. Although there is much controversy surrounding how students should be motivated, it is important to realize that both extrinsic and intrinsic motivators have honorable intentions: to help students attain higher grades and elevated performance levels in order to accomplish their future goals. I believe it is possible for intrinsic and extrinsic motivational cues can successfully work together in school settings, extrinsic motivators simply have to be limited.
The article states how more extrinsic motivations are being implemented in urban school systems to tempt students from financially-unstable backgrounds. Although I can see how critics can disagree with the use of external motivators, after observing at Central Falls High School, I can testify that providing these underprivileged students with fun opportunities can be beneficial for their academic careers. The teacher I observed confessed to me that he believes recreational stimulation is crucial for these inner city students as most of them can’t afford the normal luxuries and fun middle-class children are accustomed to. This teacher strove to instill an internal drive in his students as well, to me, his methods represent the perfect balance of both motivational techniques. For instance, he once gave a speech to his class about preparing for college. The speech was inspiring and I believe that it truly motivated the students as seen by their commitment in that day’s classwork. He talked to them earnestly, telling his students that he believed they could be accepted to college but they had to believe it too. He strove to up their self-esteem by instilling confidence in their abilities. This educator refused to acknowledge their urban environment as an obstacle for applying for college. He didn’t even present college as a possibility but more of a next step. It was apparent how this teacher sincerely wishes each of his students will pursue a higher level of learning at a university. He also provided them with a realistic perspective of college, not meaning to deter them, but also not fluffing the idea of it, explaining that being in college means they will have to be focused on their education and complete difficult work. Teachers like this are successful in their profession because of their passion for their work; it is crucial for all existing and aspiring teachers to love their job in order to sincerely motivate their pupils to learn.
SOURCE 5: SCHOLARLY JOURNAL
“Incentives, Choice, Education, and Well-being”
Citation:
Schwartz, B. (2009). Incentives, Choice, Education, and Well-being. Oxford Review, 35(3), 391-403.
Summary:
This article discusses extrinsic motivation and excessive choice and their implications in the American educational system. The author argues that both of these practices eliminate meaning and engagement from educational learning and activities and undermine associated satisfaction. Extrinsic motivation changes goals, altering the purpose of an assignment and one’s willingness to complete it, affecting the character and quality of performance. Extrinsic motivation hereby compete with intrinsic motivations and are statistically counterproductive. This is not only relevant in students but also in incentive schemes with teachers, changing the way they teach.
However, matters are more complex than just data evidence shows; extrinsic motivations do not alter the motivational structure of all teachers and students and there is a fine line to what counts as “extrinsic rewards.” Praise that is directed more toward performance than the person themselves is considered more acceptable by promoting attainable standards and enhancing intrinsic motivation.
Excessive choices in school work tends to promote educational paralysis rather than the expected liberation. Increased amounts of options have correlated with lower quality of performance rates, undermined satisfaction, enhanced regret/concern ver missed opportunities, and raised expectations. These expectations can result in disappointment leading to self-blame and discouragement in students. School choice is also given to parents and students, providing them with the opportunity to move from public schools. This choice enables them to abandon trying to improve the public schools, separating the richer parents who can afford wealthier, well-off schools from the financially unstable who have to send their children to public schools. Choice is good but more choice isn’t necessarily better.
Reaction:
I was glad this article acknowledged that incentives do not alter the motivational structure of all students and teachers. Personally, I received incentives in the form of candy from my French teacher during my four years of high school and I do not believe the offering of candy deterred my learning skills or motivation to learn. Of course, I do consider myself a diligent student who attended a decent school system in the suburbs of Massachusetts, which obviously factors into how I perceive motivational cues. I realize that schools, especially those in urban areas, have students with drastically different levels of work ethic. Presenting such students with incentives may create a dependence on these cues and generally thwart the purpose of learning for one’s own knowledge and improvement. Different types of learners such as special needs students may not fully understand these incentives either and they might confuse them further. Teachers should rely on a variety of methods to convey different lessons, and lessen their use of material stimulants to prevent discouraging or deterring students from their school work. Students should be also taught how to minimize their disappointment when receiving lower grades and channel their energy into adapting in more productive ways that foster a genuine appreciation for learning.
Overall Reaction to Your Research
In recent years, studies have shown the adverse effects on specific types of motivation. Imparting motivational strategies is an integral component of effective teaching as learning depends on the ambition, commitment and exertion of individual students. Employing a humanistic approach to teaching can help identify the specific needs of a class and how to efficiently motivate them. Educational systems need to improve their motivational systems as diverse learners such as ESL learners, special needs, financially-unstable, urban, minority, or generally uninterested students require distinctive stimulation to match their needs. This issue is undermined by the plethora of other critical issues plaguing American education, but that does not indicate that it is unimportant. Arguably, motivating students can be one of the most consequential aspects of a teacher’s job. Extrinsic motivation is a controversial aspect of motivation as a whole. Using material incentives is perceived as bribing students to succeed academically, compromising the overall objective of education. Teachers need to focus on instilling intrinsic motivation and fostering a desire for learning to most efficiently benefit their students. By making lessons more interesting and applying active learning, students may evolve a love of learning on their own. Employing such strategies is what makes educators both professional and excellent in identifying their students’ needs and displaying their passion for their profession.
Relevance in Rhode Island Schools
Having researched the school district of Central Falls for my Educational Context Report, I became aware of the external perception of the city based on its reoccurring failure to meet Adequate Yearly Progress, impoverished living conditions, and dangerous associations. However, I did not have to research extensively to draw the conclusion that CF has a notorious reputation that affects the administration, faculty, and student body of each of the schools in the district. Such judgements can discourage student learning, conditioning them to adopt the predominant assumptions that they are “unintelligent” or “incapable of learning.” In this aspect, it is crucial for the educators to employ motivational techniques to raise the confidence levels in their classroom. As aforementioned, during my field experience at CF High School, the teacher I observed admitted to me it is important for these urban students to experience recreational activities and emotional support in school as most of them have a difficult home life. While these are important considerations, teachers should plan motivators accordingly as to not risk the statistically correlated adverse effects. Perhaps Rhode Island schools could focus on implementing specific motivation programs centered on influencing students such as those at Central Falls High School to ensure that they reach their potential and continue their education.
Author: Junie Coelho
SOURCE 1: SCHOLARLY OR PROFESSIONAL JOURNAL
“How Can Students Be Motivated: A Misplaced Question?”Citation:
Bowman, R. F. (2007). How Can Students Be Motivated: A Misplaced Question?. Clearing House, 81(2), 80-86. Retrieved from http://search.ebscohost.comlogin.aspxdirect=true&db=trh&AN=27957600&site=ehost-live
Summary:
This article describes the difference between motivation and inspiration, motivation being self-focused and inspiration being other focused. Teacher excellence is hereby defined as using the ability to inspire in the classroom but not diminish or destroy student intrinsic motivation in the process. This author focuses on how teacher effectiveness can be improved using beneficial and productive methods rather than controversial extrinsic motivations. Teachers must act as leaders to help inspire students’ maximum potential, applying a focus on clear standards, high expectations, acknowledging students’ feelings and needs, being both academically and emotionally available, spontaneously instilling pride, balanced feedback and including a diverse perspective to develop a pupil’s utmost capacity and foster a desire for learning. To be a successful educator, a teacher must respect their class and the class’s individual needs using equity, camaraderie and achievement goals. Extrinsic rewards are regarded as student manipulation in which external forces determine their emotions and behaviors, whereas the intrinsic reward for academic achievement should be internal satisfaction and the ability to further one’s education. Intrinsically-motivated students seek what is rewarding rather than what is rewarded. Good teaching implement incentives that encourage students to succeed for themselves.
Reaction:
I never considered the adverse effects of extrinsic motivation before I conducted my research on this topic. From this article I have realized that teachers must plan their lessons accordingly, consciously inspiring their students with knowledge and respect rather than bribes and incentives. The use of material motivators contradicts the purpose of the American educational system as a whole. The intention of schooling is to provide students with the proper skills, knowledge, and resources to achieve their goals, test their intelligence, and enable them to think logically, critically, and abstractly. However, by bestowing a reward in place of self-satisfaction in regards to a well-done assignment, teachers condition students to expect physical prizes for all of their work. I believe that to do well in school, a student must want to put in the effort themselves to truly succeed; influencing a student with extrinsic motivation is a form of exploitation, resulting in temporary achievements but ill-preparing these young minds for the future.
School systems should focus more on motivating their students with emotional support and intriguing them with interesting lesson plans. I recall from my context report of Calcutt Middle School in Central Falls that 65% of the students admitted to missing school because “it’s boring,” and over half confessed that they only felt respected by some of their teachers. Rhode Island schools should focus on improving their student-teacher relationships and elevate student interest in their school work. Simple motivation strategies such as inquiring about a student’s day or making the lesson into a game can go a long way in focusing a student’s attention and making them more inclined to try.
SOURCE 2: EDITORIAL OR OPINION ESSAY
“It's Not What We Teach, It's What They Learn”Citation:
Kohn, A. (2008). It's Not What We Teach, It's What They Learn. Education Digest, 74(4), 4-8. Retrieved from __http://search.ebscohost.com/login.aspxdirect=true&db=trh&AN=__
__35617804&site=ehost-live__
Summary:
Teaching is intended to be an interactive process; no matter how good the lesson, the important factor is that the students must learn from it. This article defines the term “teaching” compared to “educating,” noting the specific difference between reciting knowledge and making sure that knowledge is understood. A teacher must always strive to improve their strategies and cannot rely on unsuccessful lessons. The author states that it is not what the teacher does, but how the students experience what they do. Intention is only part of teaching, teachers must also provide follow-through and achieve comprehension. Teachers must listen in order to be made aware of their students’ needs. How children are taught influences how they regard authority figures. Teacher effectiveness in different motivational techniques is usually measured by student progress, but some methods fall short due to students perceiving the methods in different ways. If the student doesn’t not share the same view in educational conditioning, the practice may not have the intended effect, as results follow from the meaning linked to behaviors. Motivating statements may lead to dependency or resentment depending on the individual student. For example, teachers who grade harsher to motivate students to try harder may discourage some, making the technique as a whole invalid and invaluable. But these concerns are often overlooked as it is easier to judge teaching than student learning. Also, the modern age is too focused on elevating test scores, therefore look for people to blame for poor results: the teachers.
Reaction:
I full-heartedly agree with the position that professional educators should not be influenced or tempted by extrinsic incentives just as they should not excessively use extrinsic motivators in their classrooms. In recent years, America has become obsessed with the results of standardized tests in school systems (the NECAP in RI schools). We regard these results one-dimensionally, often overlooking critical factors that influence student learning and placing the blame on the teachers and administration. This pressure on teachers to produce high-test scores lest be potentially fired, can act as a detrimental motivator: the teachers only teaching to the test and using short-cuts to ensure their class receive high scores. In my opinion, “teaching to the test” undermines a student’s education, disregarding important subjects and focusing too much on others. This yields numerically higher scores but as a consequence creates imbalanced and flawed educations.
During my observation hours at Central Falls, I observed an ESL class with a very passionate and understanding teacher, which are important qualities considering ESL learners are easily discouraged. She was very understanding toward the language barrier they encounter through most of their school day, bring both lenient and strict in the proper areas of study. For instance, she told them not to worry much about the correct spelling of words but still assigned them homework and would not lower her expectations for having every assignment complete by the beginning of each class. She provided a rigorous classroom structure that some students need to stimulate maximum learning potential. This teacher acted as both an authority figure and a friend, allowing her class to feel at ease in her room. Her willingness to assist her pupils and the different methods she employed display her ability to cater the individual needs of each student.
SOURCE 3: ONE ANALYSIS ARTICLE FROM A MAGAZINE
“Rewards for Students Under a Microscope”Citation
Guernsey, L. (2009, March 03). Rewards for Students Under a Microscope. NY Times, Retrieved from __http://query.nytimes.com/gst/fullpage.html?res=9406E7DC1331F930A35750C0A96F9C8B63&ref=lisaguernsey__
Summary:
This article discusses the controversy surrounding extrinsic rewards for academic achievement in school systems. Incentives may either motivate students to learn more effectively and effectively as intended or may undermine learning enjoyment and result in detrimental effects. There is an increasing amount of programs being implemented in U.S. school systems that reward students cash prizes for good grades, attendance, behavior, and enrollment in AP classes. Academic achievement is being redeemed for material prizes, which may work in the short-term but can produce psychologically damaging long-term effects. Once the incentive is no longer paired with the work, students may show less interest than before the reward was introduced or simply not do the work at all. Motivational cues might also discourage young children who recognize the bribe, deem it as a method of control and naturally resist. Advocators for prizes in learning argue that everything should be tried for students who are failing, including incentives, and that this initial attraction to prizes may evolve into an appreciation for learning. The author discusses the difference between tangible motivations and motivations that are felt or sensed. There is statistically less harm in verbal praises and academically related prizes like free reading time than arbitrary rewards like candy.
Reaction:
It is interesting to note the author’s analysis of young children resisting incentives, as they are able to recognize them as a form of control. Younger students are more vulnerable to the classic conditioning of exchanging academic achievement for extrinsic motivation, however, as we grow older, we appear more willing to except this method of control, driven by our materialistic nature to want a palpable prize for our accomplishments rather than the incorporeal inner-gratification. Educators and guardians must consider the social psychology of their pupils and their impressionable nature. I personally have friends whose parents reward them with $100 for every “A” they receive in a college course. I think this practice is wrong as it is associating unethical standards with their achievements. Using such rewards may warp or distort students’ mindsets, not trying in schools for themselves, but for an external force. When these external forces are no longer offered, adverse effects may arise. However, these motivators may not work at all. In A Hope in the Unseen, Cedric’s school offers monetary rewards for the highest achieving students, but the successful students do not want this recognition for fear of being mocked or having the money stolen. In this way, schools might deter students from applying themselves, even those who truly like to learn, minimizing student interest in their education. I agree with the article that more academically-related prizes such a few extra credit points or the opportunity to read a free-reading book in an English class might be more stimulating for a student than extraneous trinkets and sweets.
SOURCE 4: SUMMARY ARTICLE
“Extrinsic Motivators and Incentives: Challenge and Controversy”Citation
Ingram, M. A. (2000). Extrinsic Motivators and Incentives: Challenge and Controversy. In ERIC Digest. 1-23. Retrieved from __http://www.eric.ed.gov/PDFS/ED448127.pdf__
Summary:
This article discusses the use extrinsic motivation and incentives in public schools to increase attendance, academic achievement scores, and internal drive while also decreasing drop-out rates. The author defines extrinsic motivators as “...the motivation to work primarily in response to something apart from the work itself such as rewards or recognition or the dictates of other people.” Extrinsic rewards are especially being implemented in urban school systems by using prizes to counter adverse stressors affecting the lives of underprivileged or low-achieving students and the negative factors associated with urban environments.
Incentives are used to increase student achievement, intrinsic motivation, self worth and retention rates in both elementary and secondary education systems. The author groups incentives into four self-explanatory categories based on the intended purpose of the reward systems: education completion, academic achievement, attendance, and personal improvement. There is a great deal of controversy and debate surrounding these incentives in an educational context. Cognitive researchers believe that educators should focus on intrinsic motivators as extrinsic motivators can lead to a dependence on acceptance, reinforcement, and approval. Research studies conclude that verbal praise, positive feedback, and reinforcement do not decrease intrinsic motivation, in fact they enhance and stimulate it, but expectations for automatic tangible rewards can lead to declines in internal drive. According to the article, incentives must: establish definite patterns of behavior change, meet student interest, be reasonably attained by most students, consistent, varied, understandable and use appropriate recognition standards in order to be effective and attract students.
Reaction:
What I consider to be the most important aspect of motivating students is how incentives can be most efficiently utilized within the classroom. This article defines specific standards for how incentives should be used in school systems in order for them to be effective and yield positive results. Although there is much controversy surrounding how students should be motivated, it is important to realize that both extrinsic and intrinsic motivators have honorable intentions: to help students attain higher grades and elevated performance levels in order to accomplish their future goals. I believe it is possible for intrinsic and extrinsic motivational cues can successfully work together in school settings, extrinsic motivators simply have to be limited.
The article states how more extrinsic motivations are being implemented in urban school systems to tempt students from financially-unstable backgrounds. Although I can see how critics can disagree with the use of external motivators, after observing at Central Falls High School, I can testify that providing these underprivileged students with fun opportunities can be beneficial for their academic careers. The teacher I observed confessed to me that he believes recreational stimulation is crucial for these inner city students as most of them can’t afford the normal luxuries and fun middle-class children are accustomed to. This teacher strove to instill an internal drive in his students as well, to me, his methods represent the perfect balance of both motivational techniques. For instance, he once gave a speech to his class about preparing for college. The speech was inspiring and I believe that it truly motivated the students as seen by their commitment in that day’s classwork. He talked to them earnestly, telling his students that he believed they could be accepted to college but they had to believe it too. He strove to up their self-esteem by instilling confidence in their abilities. This educator refused to acknowledge their urban environment as an obstacle for applying for college. He didn’t even present college as a possibility but more of a next step. It was apparent how this teacher sincerely wishes each of his students will pursue a higher level of learning at a university. He also provided them with a realistic perspective of college, not meaning to deter them, but also not fluffing the idea of it, explaining that being in college means they will have to be focused on their education and complete difficult work. Teachers like this are successful in their profession because of their passion for their work; it is crucial for all existing and aspiring teachers to love their job in order to sincerely motivate their pupils to learn.
SOURCE 5: SCHOLARLY JOURNAL
“Incentives, Choice, Education, and Well-being”Citation:
Schwartz, B. (2009). Incentives, Choice, Education, and Well-being. Oxford Review, 35(3), 391-403.
Summary:
This article discusses extrinsic motivation and excessive choice and their implications in the American educational system. The author argues that both of these practices eliminate meaning and engagement from educational learning and activities and undermine associated satisfaction. Extrinsic motivation changes goals, altering the purpose of an assignment and one’s willingness to complete it, affecting the character and quality of performance. Extrinsic motivation hereby compete with intrinsic motivations and are statistically counterproductive. This is not only relevant in students but also in incentive schemes with teachers, changing the way they teach.
However, matters are more complex than just data evidence shows; extrinsic motivations do not alter the motivational structure of all teachers and students and there is a fine line to what counts as “extrinsic rewards.” Praise that is directed more toward performance than the person themselves is considered more acceptable by promoting attainable standards and enhancing intrinsic motivation.
Excessive choices in school work tends to promote educational paralysis rather than the expected liberation. Increased amounts of options have correlated with lower quality of performance rates, undermined satisfaction, enhanced regret/concern ver missed opportunities, and raised expectations. These expectations can result in disappointment leading to self-blame and discouragement in students. School choice is also given to parents and students, providing them with the opportunity to move from public schools. This choice enables them to abandon trying to improve the public schools, separating the richer parents who can afford wealthier, well-off schools from the financially unstable who have to send their children to public schools. Choice is good but more choice isn’t necessarily better.
Reaction:
I was glad this article acknowledged that incentives do not alter the motivational structure of all students and teachers. Personally, I received incentives in the form of candy from my French teacher during my four years of high school and I do not believe the offering of candy deterred my learning skills or motivation to learn. Of course, I do consider myself a diligent student who attended a decent school system in the suburbs of Massachusetts, which obviously factors into how I perceive motivational cues. I realize that schools, especially those in urban areas, have students with drastically different levels of work ethic. Presenting such students with incentives may create a dependence on these cues and generally thwart the purpose of learning for one’s own knowledge and improvement. Different types of learners such as special needs students may not fully understand these incentives either and they might confuse them further. Teachers should rely on a variety of methods to convey different lessons, and lessen their use of material stimulants to prevent discouraging or deterring students from their school work. Students should be also taught how to minimize their disappointment when receiving lower grades and channel their energy into adapting in more productive ways that foster a genuine appreciation for learning.
Overall Reaction to Your Research
In recent years, studies have shown the adverse effects on specific types of motivation. Imparting motivational strategies is an integral component of effective teaching as learning depends on the ambition, commitment and exertion of individual students. Employing a humanistic approach to teaching can help identify the specific needs of a class and how to efficiently motivate them. Educational systems need to improve their motivational systems as diverse learners such as ESL learners, special needs, financially-unstable, urban, minority, or generally uninterested students require distinctive stimulation to match their needs. This issue is undermined by the plethora of other critical issues plaguing American education, but that does not indicate that it is unimportant. Arguably, motivating students can be one of the most consequential aspects of a teacher’s job. Extrinsic motivation is a controversial aspect of motivation as a whole. Using material incentives is perceived as bribing students to succeed academically, compromising the overall objective of education. Teachers need to focus on instilling intrinsic motivation and fostering a desire for learning to most efficiently benefit their students. By making lessons more interesting and applying active learning, students may evolve a love of learning on their own. Employing such strategies is what makes educators both professional and excellent in identifying their students’ needs and displaying their passion for their profession.Relevance in Rhode Island Schools
Having researched the school district of Central Falls for my Educational Context Report, I became aware of the external perception of the city based on its reoccurring failure to meet Adequate Yearly Progress, impoverished living conditions, and dangerous associations. However, I did not have to research extensively to draw the conclusion that CF has a notorious reputation that affects the administration, faculty, and student body of each of the schools in the district. Such judgements can discourage student learning, conditioning them to adopt the predominant assumptions that they are “unintelligent” or “incapable of learning.” In this aspect, it is crucial for the educators to employ motivational techniques to raise the confidence levels in their classroom. As aforementioned, during my field experience at CF High School, the teacher I observed admitted to me it is important for these urban students to experience recreational activities and emotional support in school as most of them have a difficult home life. While these are important considerations, teachers should plan motivators accordingly as to not risk the statistically correlated adverse effects. Perhaps Rhode Island schools could focus on implementing specific motivation programs centered on influencing students such as those at Central Falls High School to ensure that they reach their potential and continue their education.